ve CAMBRIDGE Rainer saat CAMBRIDGE PRIMARY Science Activity Book a a Raat www http://huongn.com/ Ei fb.com/huongn.com/ Fiona Baxter and Liz DilleyCAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge cua 83, United Kingdom ‘Cambridge University Press spat ofthe University of Cambridge, Ie furthes the University’ mission by disseminating knowledge inthe pursuit of ‘education, leaning and research a the highest international levels of excellence swnecambridge.org Information on this le: wowvecambridgeorp/9781307658974 © Cambridge University Press 2014 ‘This publication isin copyright Subject to statutory exception nd tothe provisions of relevant collective licensing agreements ‘no reproduction of any part may tke place without the written permission of Cambridge University Press. Fist published 2014 (6th printing 2015 Printed in Poland by Opolgra ‘A catalogue record for this publication i available from the British Library 18BN 978-1-107-65867-4 Paperback ‘Additonal resource for this publication at wwe.cambrldge og/delange (Cambridge University Press has no responsiblity forthe persistence or accuracy ‘of URL for external or third-party internet websites referred to inthis publication, ‘and does not guarantee that any content on such websites is, or wll emai, accurate or appropriate Information regarding prices, travel timetables, nd other factual information given in this work score at he time of frst printing but (Cambridge Universty Press doce not guarantee the accuracy of such information| thereafter, Reference o Activites contained in these resources are provided xi and information provided is onthe understanding that teachers and technicians shall undertake a thorough and appropriate risk assessment before undertaking any of the Activities liste. Cambridge University Press makes no warranties, representations or claims of any kind concerning the ‘Activities, To the extent permitted by law, Cambridge University Pres will not be lisle for ‘any los, injury, aim, lability or damage of any kind resulting from the use of the Activities, "The publisher is grateful tothe experienced teachers Mansoora Shoaib Shab, Lahore ‘Grammar Schoo, 55 Main, Glberg, Lahore and Lynne Ransford for their careful reviewing ‘ofthe content. . ‘Cover artwork: Bill Bolton 6% hitpu/huongn.comy [FJ fb.com/huongn.com/_ © # / Antroduction The Cambridge Primary Science series has been developed to match the Cambridge International Examinations Primary Science curriculum framework. It is a fun, flexible and easy to use course that gives both learners and teachers the support they need. In keeping with the aims of the curriculum itself, it encourages learners to be actively engaged with the content, and develop enquiry skills as well as subject knowledge. This Activity Book for Stage 5 is designed to be used alongside the Learner's Book for the same stage, ISBN 978-1-107-66304-6. In this book you will find an exercise to accompany each topic presented in the Learner's Book, as well as a language review exercise at the end of each unit to practise the key vocabulary. The exercises are designed to be completed as pen- and-paper exercises, and learners can work on them individually or in pairs or small groups. You can set the exercises as in-class work or homework. There are different styles of exercise throughout to maintain interest and to suit different purposes. The main aims of the exercises in this book are: © to consolidate the subject knowledge presented in the Learner's Book © to encourage leamers to apply the knowledge in new situations, thus developing understanding * to practise scientific language * to develop scientific enquiry skills such as presenting and interpreting results from investigations. The answers to the exercises in this Activity Book are available in the Teacher's Resource for Stage 5, ISBN 978-1-107-67673-2. This resource also contains extensive guidance on all the topics, ideas for classroom activities, and guidance notes on all the activities presented in the Learners’ Book. You will also find a large collection of worksheets. We hope you enjoy using this series. With best wishes, the Cambridge Primary Science team. GR 0 hittp://huongn.comy i fb.com/huongn.com/ IntroductionIntroduction Useful words 5 1 Investigating plant growth 11 Seeds 8 1.2. How seeds grow 9 1.3 Investigating germination 1.4 What plants need to grow 1.5. Investigating plant growth Language review 14 The life cycle of flowering plants 21 Why plants have flowers 15 2.2 Howseeds are spread 16 2.3 Other ways seeds are spread 7 2.4. The parts of a flower 18 2.5 Pollination 19 2.6 Investigating pollination 20 2.7 Plant life cycles 2 Language review 22 States of matter 3.1 Evaporation 23 3.2 Why evaporation ’s useful 24 3.3. Investigating evaporation 25 3.4 Investigating evaporation from a solution 26 3.5 Condensation 27 3.6 The water cycle 28 3.7 Bolling 29 3.8 Melting 30 39 Who invented the temperature scale? 31 Language review 32 5 6 3 4 The way we see things 4l 42 43 44 Light travels from a source Mirrors Seeing behind you Which surfaces refiect light the best? 45 light changes direction Language review Shadows 5.1 _ Light travels in straight lines 5.2, Which materials let light through? Silhouettes and shadow puppets What affects the size of a shadow? Investigating shadow lengths Measuring light intensity How scientists measured and understood light Language review 5.3 5.4 5.5 5.6 57 Earth's movements 61 The Sun, the Earth and the Moon Does the Sun move? The Earth rotates on its axis Sunrise and sunset The Earth revolves around the Sun 6.6 Exploring the solar system 67 Exploring the stars Language review 6.2 63 64 65 29 hntpuongn.com/ [Ej] £>-convhuongn.comy 33 34 35 37 38 39 44 45 46 47 48 49 50 52 53 54oO) Useful words analyse apply conclusion data decide decrease to comment on and explain data Latif could tell everyone where it would rain tomorrow because he was able to analyse the weather map. to use your knowledge that you already have to explain something new Aruna was able to apply what she knew about evaporation to solve the problem something you decide after looking at all the information you have Ashok’s conclusion was that water evaporates faster when the wind blows. information presented in the form of a table, a graph or lists This table of data shows the times of sunrise and sunset for the month of June to choose one thing instead of another Zainab and Fatima could not decide which fabric to buy, to get smaller in amount or number The number of children at school will decrease when people get the flu and stay at home.demonstrate describe estimate evidence identify improve increase interpret ve Useful words to show The teacher used a pan of water to demonstrate how water boils. to say what something is like Ming used the words fluffy, white and friendly to describe her kitten. to make a rough calculation Ali was not wearing his watch. He made an estimate of the time. signs or information which show that something is true Mina collected evidence from her investigation to show that seeds need water to germinate. to recognise and correctly name something or someone Rafaela could identify the flower by the colour and shape of its petals: to make better Gizela was able to improve her times for swimming 400 metres. to get bigger in amount or number The temperature began to increase as the water was heated. to explain the meaning of something Bo was able to interpret the results of the investigation to mean that plants need light to grow.invent to design something or think of something for the first time Many people have been able to invent useful products. label to name parts of a diagram Label the different parts of the plant in this diagram. moist slightly wet Seeds roe better in soil that is moist but not wet. pattern something that repeats itself in a way you can predict The pattern that Leo observed in his results was that seeds with long straight wings stay in the air longer. product something that is made for a certain use A product that we use at school is paper. similarity when things are the same in some way A similarity between Josh and Leah is that they are both left-handed. unit a standard measurement The unit of measurement for electric current is the ampere. Useful words <“A, Investigating plant growth EXEEERD seces In this exercise, you will revise what you know about seeds EBD whois right about the pumpkin? Say why. A pumpkin is a Is not a fruit, fruit, Luisa. Maria. Pumpkin is not sweet. BD ave! the drawing of a maize seed. fis EB write the job of each part of the seed below its label. Use this list to help you. © Grows into a new plant. © Joins the seed to the fruit. © Protects the seed. © Gives the seed energy to grow.EEEEIEEED 0 seeds grow In this exercise, you will think about the stages of seed germination. Ba The pictures of the stages of seed germination are in the wrong order. Decide what order the pictures should go in, and number them 1-5. Use the descriptions below to label each stage. The first root grows Leaves get bigger and seeds shrivel The first leaves grow Seed coat splits The first shoot grows BBs any stage of germination missing? If so, which stage? 1 Investigating plant growth rs”(ESEEERED) investigating germination Tn this exercise, you will look at Ww a bar chart to answer questions about seed germination. Class 5 investigated germination. They put seeds on damp cotton wool into plastic bags. They put the plastic bags in different places. They checked the seeds after three days. This is a bar chart of their results. 1 Number of seeds germinated O-NoeKRuar280d “freezer fridge drawer —_top of desk ee 1 Investigating plant growth Place seeds were putGis Where did the most seeds germinate? EB where aia the tewest seeds germinate? 6B suggest a reason why the same number of seeds germinated in the drawer as on the top of the desk. oa What do the results tell you about the conditions that seeds need to germinate? a Predict what would happen to the number of seeds that germinate in the drawer if you suck alll the air from the plastic bag that they are in. 1 Investigating plant growth enCassis What plants need to grow In this exercise, you will think about what plants need to grow. a Lulu’s tomato plants are not growing well and the leaves are yellow. Suggest two things that she can do to help her tomato plants to grow better. EB tuts noticed that many plants in her garden grow better in summer than winter, Suggest a reason for this. 8 Fill in the labels on the drawing to show the factors that Lulu's plants need for growth. ite 1 Investigating plant growthInvestigating plant growth ——Plant A In this exercise, you will think about an investigation of plant growth. --Plant B Akia and Dembe did an investigation to find out if plants can grow in the dark. They watered the plants and measured their growth. This is a chart of their results. Height of plants in cm I ities ila 1234567 8 9 10111213141516 Days @ siietty describe how they could have carried out their investigation to make it a fair test. 8 How tall were the plants at the start? a How often did they measure the plants? oO a Which plant grew the most? b How tall did it grow? ¢ Was this plant in the dark or the light? Explain how you know this. eB Write a conclusion for the investigation. 1 Investigating plant growthjuage review | This exercise checks that you understand the scientific words used in this unit. Find the words in the word search that have these meanings. part of a plant that can grow into new plant the tiny plant inside a seed that grows into a new plant the outer cover that protects the seed the way things are in the environment when a seed starts to grow to take in a substance -~eaocca to become small and very dry something that cause changes needed for growth by plants but not seeds provides energy for germination — Sisto One of the words has been written backwards. ce 1 Investigating plant growthThe life cycle of flowering plants GESEEEERD why plants have tiowers In this exercise, you will think about how flowers help plants to reproduce OB the diagram shows how flowers help plants to reproduce and form new plants. Use the words in the box to help you label the diagram. flower new plant seeds fruit © How do flowers help plants to reproduce? 2 The life cycle of flowering plants 2| Exercise 2.2 | How seeds are spread In this exercise, you will match different seeds to the animals that disperse them and explain how the seeds are dispersed. BB craw tines to match the seeds with the animal that disperses the seeds acorn % guava Dre marigold Ta B Explain how the parrot disperses seeds. sheep squirrel parrot Bo Unwanted plants that come from other places are referred to as “alien plants’. How can people spread the seeds of these alien plants without knowing that they are doing this? re 2 The life cycle of flowering plants(GESEEEEEES) Other ways seeds are spread In this exercise, you will think about how seeds are dispersed and sort them into groups. GB tow are these seeds dispersed? Sort them into groups and write the names of the seeds in the table. uN AH | Coconut Impatiens Lantana Mangrove Blackjack V4 Dandelion Plum Jacaranda Acacia ‘Sycamore Fly away Float Explode 8B How is the blackjack seed suited to its method of dispersal? 8B How is the sycamore seed suited to its method of dispersal? 2 The life cycle of flowering plants eyGocrEZ3 The parts of a flower In this exercise, you will label a drawing of a flower a Label the different parts of the flower. Use these words to help you. | petals sepal stigma ovary anther stamen _carpel & B a Name the male parts of the flower. b Name the female parts of the flower. a 2 The life cycle of flowering plants| Exercise 2.5 | Pollination In this exercise, you will complete sentences about pollination and fertilisation. Use the words in the box to help you complete the sentences. You will use some words more than once wind insects seeds pollen stigma anthers nectar anthers ovary fertilisation a The ___ of flowers make a yellow powder called & Pollination happens when pollen moves from the _________ to the ___ of a flower of the same type. EB some plants use ____to blow the pollen far way. OB insects get____on their bodies when they visit flowers to feed on = @ the ____ and eggs join together inside the during ____. This is how____ form. @ the___ becomes the fruit. 2 The life cycle of flowering plantsInvestigating pollina In this exercise, you will find information about pollination from a chart. Class 5 investigated pollination by '? J insects. They observed the number 1! ] Z . . 10+ of times different insects visited § 9] flowers in the school grounds. eel They drew this chart of 27] their results. & 67 55 a4 By 2 2! 1 o! bees butterflies beetles — wasps Insects ® Which insects visited the flowers the most times? 8 Which insects visited the flowers the fewest times? 8 How many times did butterflies visit the flowers? o Name three things that attract insects to flowers. BB explain wny pollination is important to plants. 2 The life cycle of flowering plantsPlant life cycles In this exercise, you will put the processes in a plant’ life cycle in the correct order. BB rut the processes in the pumpkin plants life cycle in the correct order. They are shown in the box below. Number them 1-7. a Use the words in the box to label each process in the plant's life cycle. fruit and seed formation fertilisation growth _ pollination. germination flowering _seed dispersal OE Sad 2 The life cycle of flowering plants Fai]guage review This exercise checks that you \ understand the scientific words used in this unit. j Look at the balloons. Each balloon (oe 2 contains a key word from this > unit. Use the words to answer the 5 questions. You will have to use some za words more than once. ae What process is carried out by animals, wind, water and explosions? 8 a_ What process is carried out by insects and wind? b_ Which substance do insects and wind move in the process in 2a? ¢ Which two words are things that attract insects to flowers? ay Which word describes what happens when the male and female parts join? : Qo Which part of the flower forms the fruit? 8 Which word describes the different stages in a plant's life from when it grows from a seed until it makes its own seeds? 2 The life cycle of flowering plantsEXEED) vcroretion In this exercise, you will think about what evaporation is and how it happens. BB compiete these sentences. Choose the correct word when there is a choice. Evaporation occurs when a —_____ — turns into a The particles in the pe gain/lose ______________ and move faster/slower and closer together/further apart until some of them escape from the surface and become a Cement in a cement mixer is a liquid.The cement between bricks in a wall is a solid. What has happened to the liquid in the cement? Why do puddles dry up quicker on hot days? 3 States of matter £3(Caeser) wry evaporation is useful — Tn this exercise, you will use your knowledge of evaporation to help you to design a food product. Akia’s grandmother has ten peach trees. She cannot eat all the peaches but she does not want to waste the fruit. Akia and Dembe want to make a food product from the peaches but are not sure what to do. Can you help them? a Suggest a food product that Akia and Dembe can make from the peaches by using evaporation. 8 Give them some ideas about how they can make their food product. a What equipment could they use? b How can they make sure enough evaporation takes place? Suggest two different ways. EB) think of an example when evaporation is not useful to us.(SEESEES Investigating evaporation In this exercise, you will identify factors that affect evaporation, do calculations and think about what makes a fair test. Class 5 investigated how much water evaporated from different containers after two days. Volume of water ‘evaporated in mi BB compiete the last column of the table. b What kind of chart would you draw to show these results? Bq inwhich container did the least amount of water evaporate? b Suggest a reason why this happened. 6B Was this a tair test? Say why or why not. 3 States of matter FicCaSmeEr): Investigating evaporation from a solution In this exercise, you will revise what you know about evaporation from solutions. Ahmed is writing a report on an investigation. Help him complete his report. Use the words in the box to help you. salt water solution evaporated evaporating evaporation warm dissolved => . = Aim = = We wanted to find out if you can get salt back From a = = a = = Method = e We —___ same att in SS to moke a sat nd eft in 2 place For a Few days. S SS Resutts SS Meter a Pew days there wos ___________ in the bottom DS of theveontainert There wosind*nei a bib wenintnos aay Had = = = => 8 | Conclusion = Ss We found that we con gop back From a Ss it tho water. 3 States of matter| Exercise 3.5 | Condensation In this exercise, you will revise what you know about condensation. Luisa made a solution of sugar and water in a jar. She put the lid on the jar and left it in a warm place overnight. The next day she opened the jar and saw that the inside of the lid was wet. a What liquid was on the inside of the lid? 8 Where did the liquid come from? Ba Name the process that made the liquid form on the inside of the lid. o Explain how this process made the liquid form. | a Which process is the reverse of the process you named in Be b Would the drops of liquid have formed without the reverse process? Say why or why not. Go Will the liquid on the inside of the lid taste sweet? Say why or why not. 3 States of matter Aa(SERER® the water cycle In this exercise, you will think about the water cycle eR Complete the sentences in the boxes about the water cycle. Use the words in the list to help you and the diagram in the Learner's Book. cools water vapour liquid water clouds evaporates condenses heated rain rises eg RRS ee ete uence | | Water on the Earth’s surface is __________ and into the air as The air_________as it rises. Some of the water vapour in the air _______________. Drops of in the air form Drops of __________fall from clouds as water returns to the Earth this way 2 Name two other ways that water can return to the Earth. 3 States of matterGSSER Boiling | In this exercise, you will think about what happens when a liquid boils. Look at the pictures of beakers in a classroom. BB wich drawing shows boiling? EB wat process does the other drawing show? 8 @ Write down one thing that is the same about the two processes. b Write down one thing that is different about the two processes. oO Predict what you think the temperature will be in: @ Beoker A _2sininn net rotto vee b Beaker B—________ 3 States of matter FaeMelting Tn this exercise, you will think about what happens when something melts. Meng put a block of ice on a saucer @ draw what happens to the ice in the boxes below. after two minutes after fen minutes Bc _wnathas happened to the ice? b Why did this process happen? © At what temperature does this process happen? What do we call this temperature? EB Predict the temperature in the saucer atter ten minutes.| Exercise 3.9 | Who invented the temperature scale? In this exercise, you will revise what you know about the history of temperature scales. Oo Draw lines to match the scientist with the temperature scale they invented. Reet oc ls NC of water as 373: easures boiling point rt le Peers Penn Torii a] of water as tay 8 What is the melting point of ice on each temperature scale? a Fahrenheit 100 b Celsius be ; 80 cc Kelvi Es 6 Qo @ Mark the following temperatures on the thermometer. BS Human body temperature: 37° = Melting point of candle wax: 60° ag Boiling point of water: 100° 10 b Which temperature scale does the thermometer use? 3 States of matter Psi]This exercise checks that you understand the scientific words used in this unit. | in the missing words on the diagram. Use these words. freezing melting evaporation condensing ice water water vapour EB compete these sentences. Use these words. heat boiling point cool freezing point steam water Tito Water te atemperanre of 100°C Fr CS If you ____________ice to a temperature of 0°C it reaches Tiere Liquid water forms __________ when it boils. Ice forms —________ when it melts gg 3 States of matteraes The way we see things — (ESSESZED light travels from a source In this exercise, you will practise what you have learnt about light travelling from a source and how we see things BB seymour is ooking at some trees. a Identify the source of light. b Draw lines with arrows to show how Seymour sees the tree. BB sativa is tooking at a book. a__ Identify the source of light. b Draw ines with arrows to show how Safiya sees the book. 4 The way we see things #3GXEZED vires Tn this exercise, you will revise what you have learnt so far about light reflecting off mirrors. The diagrams show light reflecting off mirrors. Complete each of the diagrams by adding the light arriving at the mirror or the light reflecting off the mirror. Make sure that you draw the arrows correctly, Add these labels to each diagram. ight from source _reflected light =a 7 4 The way we see thingsGESEEEZES) seeing behind you : In this exercise, you will solve a problem using what you have learnt about mirrors. Ben is sitting underneath the table. His friend, Pablo, puts a can on top of the table, near the edge. a What does Ben need in order to see what is on top of the table without moving out from under the table? Draw a labelled diagram to show how Ben can see what is on top of the table. 4 The way we see things aWhich surfaces reflect light the best? In this exercise, you f » will discuss a demonstration , to show that some surfaces reflect light better than others. copper ie PPE aluminium o How can Bao demonstrate to Jiao which metal reflects light the best? a Identify two ways in which Bao can make the demonstration a fair test. 8 What conclusion do you think the girls will come to after they have finished their demonstration? xz 4 The way we see things| Exercise 4.5 | Light changes direction In this exercise, you will practise what you know about how light changes direction when it reflects off a mirror. Diagrams 1-6 show light reflecting off mirrors. BB which diagram shows a periscope? 8 Which two diagrams are incorrect? 8B Re-draw the two diagrams that are incorrect in the space below. Measure your angles with a protractor. 4 The way we see things #4This exercise checks that you understand the scientific words used in this unit. Complete the labels 1-5 on the diagram Choose words from this list light source ray beam ts eyes mirror surface absorb angle R]s__ : 4 —_—— witha smooth that —___ light and does not — light a 4 The way we see things(GSEESERD light travels in straight lines In this exercise, you will revise what you know about how light travels and how shadows form. Bo Identify the source of light in the picture. 8 The light is blocked by the goat and a shadow forms. The light is also blocked by the hut. Draw the shadow formed by the hut on the picture. 8 Fill in the correct words in this sentence. Shadows form when light from a light — is____ by a solid object. OB iittin the correct words in this sentence. Light travels in — lines. 5 Shadows Tas |Which materials let light through? In this exercise, you will apply what you know about opaque, translucent and transparent materials Think of the materials that you need to build a house. You might use bricks, wood, glass and tinted glass. Some parts of the house need to let the light in. But for other parts of the house you need to let no light in, or perhaps just a little light. If you live in a hot place, you may want to make a shady area around your house. If you live in a cold place, you may want to make a sunny area. Draw a picture of your house in the space below. Label the materials you use Complete these sentences. B uses __to make the ___s0 that a lot of light comes in. BB user ___ to make the so that some light comes in. BB uses __ to make the _— 0 that no light comes in. © | made a shady area with ___ which blocks _____ light. or | made a sunny area with _________ which lets light in. ca 5 Shadows| Exercise 5.3 | Silhouettes and shadow puppets Tn this exercise, you find out more about silhouettes and answer questions. If we want a picture of ourselves or our friends, we can take a photograph. Before photography was invented, people had their portraits painted by an artist. This was expensive. Then, in the middle of the 18th century in Europe, people had their portrait cut from black card. This was much cheaper than having a painting done. These cut out pictures became known as silhouettes. The word ‘silhouette’ comes from the name of Etienne de Silhouette, a French finance minister. He became very unpopular with the French people because he cut costs, so his name became associated with anything done or made cheaply a Who was Etienne de Silhouette? © wy was the portrait cut from black card named after Etienne de Silhouette? go Draw a silhouette portrait of a member of your family in the space below. 5 ShadowsGESEEEEZY what attects the size of a shadow? In this exercise, you will think about what affects the size of a shadow. Look at the picture of a lamp shining on a mug. A shadow of the mug forms on the screen. Here is a list of ways in which you could change the size of the shadow. Tick the ways that would make the shadow bigger, Move the lamp further away from the mug Move the screen further away from the mug Move the screen towards the mug Move the mug further away from the lamp Move the lamp towards the mug Move the mug towards the lamp & 5 Shadows| Exercise 5.5 | Investigating shadow lengths In this exercise, you will think about how the length of a shadow changes at different times of the day. Janine and Sephora did an investigation to find out how shadow lengths change throughout the day, They found a bench in the school yard and measured the length of the shadow it made at 08:30. At lunch time they found people sitting on the bench, but they managed to measure the shadow again. They forgot to note down the time. At 16:30, they went back to the bench, but it had been moved. They measured the shadow again and noted the time. a Do you think they collected enough evidence to make a conclusion about how shadow lengths change throughout the day? Explain your answer. iz In what ways was their investigation not a fair test? 8 Predict how the shadow length changed between: 08:30 and lunchtime b Lunchtime and 16:30.GESEEEZD | Measuring light intensity In this exercise, you will apply what you know about light intensity to analyse some data. Light intensity can be measured in a unit called a lux. The table shows some examples of light intensity. The letters A, B, C and D refer to question B night sky with no moon 0.27-1.0 family living room lights 320-500 office lighting sunrise or sunset on a clear day 10 000-25 000 full daylight (not direct sun) 32 000-130 000 a What is light intensity? 8 In the table there are four examples of lit surfaces that have been labelled A,B,C and D. Predict which of these is TV studio lighting Outside on a dark, overcast day Outside when the Moon is full Direct sunlight13> ft t-e-w How scientists measured and understood light | In this exercise, you will read about how scientists invented and improved the light bulb. Solutions Sir Joseph Swan was the first to make a light bulb. He used a carbon paper filament. This worked well but burned up very quickly. In 1878, Thomas Edison improved the electric light bulb. He used a filament wire, but put the filament inside a glass bulb. He replaced the air in the bulb with a special gas that allowed the filament to burn for longer. Edison experimented with different materials to make a filament produce a brighter light and last longer. First he used a filament made from burnt sewing thread, and then he used bamboo filaments. Soon he had developed a light bulb that lasted 1500 hours. In 1903, Willis Whitney invented a treatment for the filament so that it wouldn't darken the inside of the bulb as it glowed. In 1910, William David Coolidge invented a tungsten filament. a How did Edison and Whitney use creative thinking to improve the light bulb?Inguage review This exercise checks that you understand the scientific words used in this unit. Answer the clues and complete the word puzzle. 1 ‘Is 2 : N 4] |P f lw 6 E cr Bln Clues across ° ic @ our most important tight source. BB Aight source you may need to put cells in. D sunglasses are made of this type of glass. @B A materia that wilt not allow any light pass through it. © this hos to be transparent so that light can enter the room. G the name given to a picture cut from black card'to look like a shadow. B these materials allow some light to pass through them. ED ight intensity used to be measured according to this. © an opaque object does this to light and causes a shadow fo form. Clue down BB used in an experiment to show how the length of a shadow changes throughout the day. a 5 ShadowsEarth’s movements | Exercise 6.1 | The Sun, the Earth and the Moon In this exercise, you will revise what you know about the movements of the Sun, Earth and Moon. Ty Label the Sun, the Earth and the Moon in the picture. 8 Draw and label the orbit made by the Moon and part of the orbit made by the Earth. 6 Earth’s movements ra| Exercise 6.2 | Does the Sun move? In this exercise, you will apply what you know about the apparent position of the Sun in the sky at different times of day. Look at the pictures of a tree which are labelled 1-5. Each picture shows the Sun in a different position and the shadow of a different length. Drawing number 1 represents 07:00 in the morning. BB which drawing represents each of these times? a 10:00 b 13:00 c¢ 16:00 d 19:00 BB Name the two factors that you used to decide which drawing represented each time.| Exercise 6.3 | The Earth rotates on its axis In this exercise you will compare the rotation of different planets. Earth is one of the planets in the solar system. All the planets in the solar system rotate on their axis. But they rotate at different speeds. Look at the data in the table. Mercury takes 59 Earth days to make one rotation. This means that one day on Mercury would be like 59 days on Earth! Period of rotation in Earth time 59 Earth days 243 Earth days BB wnat does rotation mean? EB when a planet rotates on its axis, what does the half of the planet facing the Sun experience? a: Which planet has the longest day? If you lived on this planet, and slept for half the day, how long would you have to sleep for every day? Which planet has the shortest day? If you lived on this planet, how many hours would you be at school each day if, on Earth, you spend about six hours at school each day? 6 Earth’s movements 4aSunrise and sunset In this exercise, you will analyse data about sunrise and sunset. Here are some data about sunrise and sunset in Karachi, Pakistan. Length of day | Change — is day getting longer or shorter? Date March 16th +1 day +lweek [06:33 +2 weeks +1 month +2 months +3 months 46 months BD tow do you work out the length of day? B Complete the table by filling in the length of day column. Then write longer ‘or shorter for each line in the last column. a Identify the pattern shown by the data between March and June for the length of day. @B a is karachi going from spring to Summer or from Autumn to Winter between March and June? : b Explain how you know this. 8 Explain the data in the +6 months line. a 6 Earth's movementsGar The Earth revolves around the Sun In this exercise, you will answer questions about North a diagram that shows night and day Equator Night a Which hemisphere is having summer? b Explain your answer. ea a__ Estimate the length of day experienced by people living at X. b What time will sunrise and sunset be at X? a a Ifyou lived at Y, would you need a thick coat outside? b Explain why or why not. Qo Which month of the year does this diagram represent? 6 Earth’s movements Pex |Exploring the solar system In this exercise, you will read about Jupiter and answer questions. Jupiter is the largest planet in the solar system. Jupiter rotates on its axis once every ten Earth hours. One of Jupiter’s revolutions around the Sun takes 12 Earth years. Jupiter has four large moons, and at least 24 small moons that revolve around it. Jupiter is a gas giant. It consists mainly of two gases, hydrogen and helium, with smaller amounts of other gases in the surface layers. Robotic probes have been sent to Jupiter. The images sent back by the probes show colourful bands of clouds surrounding Jupiter. No water has been found on Jupiter. Bc wich star does Jupiter revolve around? b How long does one revolution take? 8 Is daytime longer or shorter on Jupiter than it is on Earth? Ba Compare the surfaces of Earth and Jupiter. BB «How can we continue to find out more about Jupiter and its moons? b Do you think it would be possible for a spacecraft to land on Jupiter? Explain why or why not.GESEEEEA Exploring the stars In this exercise, you will find out about a telescope in Africa and use your knowledge to answer questions. Southern African Large Telescope (SALT) is the largest optical telescope in the southern hemisphere and one of the largest in the world. SALT is located in an observatory on high land, 350km from the nearest city. It was opened in 2005. The telescope contains 91 mirrors. Each mirror measures 11 m across. SALT can detect light from distant objects in the universe that are a billion times too faint to be seen with the naked eye. Astronomers from all over the world come to the observatory to use SALT and do their research. They exchange ideas and work together to explain things they observe. a What is an optical telescope? Aa Why is the location of SALT a good place for an optical telescope? What is the purpose of the mirrors in the telescope? o Japan, Mongolia and the United Kingdom are all countries in the northern hemisphere. Why do you think astronomers from these countries like to work at the observatory in Southern Africa? 6 Earth’s movements eRinguage review This exercise checks that you understand the scientific words used in this unit. BB here is a picture of the eight planets in the solar system. @ FZ O85 4a © a Unscramble the names of the planets. Write them in order from the planet closest to the Sun to the planet furthest away from the Sun. b Name the two movements that each planet makes. EB compiete these sentences using these words. horizon astronomer sunrise appears galaxies sunset universe _ telescopes You might have to use one more than once. Arveidbon eo} fi soitn studles:thestarsiift Sailol sat bao nicinthte They use optical__ to see stars far away The Sin to rlseiabove the at _______ and move across the sky to sink below the at a 6 Earth’s movementsCAMBRIDGE PRIMARY Science Activity Book Cambridge Primary Science is a flexible, engaging course written specifically for the Cambridge Primary Science curriculum framework (Stages 1-6). The course offers plenty of teaching ideas to give flexibility, allowing teachers to select activities most appropriate to their classroom and pupils. An enquiry-based style of teaching and learning is stimulated, with the Scientific Enquiry objectives integrated throughout to encourage learning of these skills alongside the scientific concepts. The language level is carefully pitched to be accessible to EAL/ESL learners, with concepts illustrated through diagrams to allow visual understanding and learning, ‘The Activity Book contains: Other components of Cambridge Primary Science 5: © one exercise to accompany each Leamer'sBookS __ ISBN: 978-1-107-67304-6 Topic in the Leamer’s Book Teacher's Resource 5. ISBN: 978-1-107-67673-2 For our full range of Cambridge Primary titles, including Mathematics, English and Global English, visit © exercises that are designed to ‘education. cambridge.org/cambridgeprimary consolidate understanding and deepen it by applying knowledge in new situations © exercises that practise Scientific Enquiry skills © atthe end of each unit, an exercise to practise the core vocabulary from that unit. © exercises that can be completed in class or as homework Completely Cambridge Cambridge resouces fr Cambridge qualifications Cambridge Univerity Press wors with Cambridge Intemational Examinations and ‘experienced authors, to produce high-quality endorsed textbooks and software that Support Cambridge Teachers and encourage Cambridge Learners.